Driven by data – Action
Data for learning Leadership
Driven by data – Action
Data for learning Leadership

Driven by data – Action

It’s not about giving the assessments; it’s about doing something about the results. Doug Reeves (2005)

Given we have assessed effectively, that is, teachers at least saw the assessment or preferably were part of the assessment design process.  That teachers were confident in marking, with grades moderated, we moved onto analysis. Teachers analysed the student grades and response to specific questions. Teachers prepared action plans for each of their teaching groups, possibly for individual students. Now is the time for action.

Department meeting

You’ve got to know the data yourself to have an effective meeting – Bambrick-Santoyo
  • What worked? (2 minutes) 
  • How has the most recent cycle impacted on the upcoming cycles? (5 minutes)
  • What are the challenges moving forward? Where are the gaps? (5 minutes)
  • Solutions (10 minutes). Lesson starts, student guides, additional homework, support and more. This may include who needs to know? (Kim Marshall’s Interim Assessment Scoring Sheet offers 20+ suggestions)
  • Who are the key people in your school with whom you need to communicate this plan and have on board.
  • Feasibility of each idea (5 minutes)
  • Decision. Who is best placed to lead on these actions? (15 minutes)
  • What will this ‘look like’ during the next cycle of teaching?
  • When will the tasks happen? In class / in addition to class. (10 minutes)

Accountability

Make sure it’s connected to a concrete plan that you can verify. – Bambrick-Santoyo
At some point, if the assessments have been signed off, the assessment practice rigorous, the analysis accurate and actions are in place, accountability will be part of the process. There is little doubt in my mind that the dynamic of a teacher and SHoC conversations, and in turn, the dynamic of a SHoC and line manager conversations, will evolve. Hence, the importance of anchored meeting objectives, agreed actions and shared minutes.
Furthermore, this infers the need to observe more explicitly to see agreed actions being applied. To manage more explicitly the lesson schemes, possibly lesson plans and support for key groups. To lead meetings with assessment, analysis and action as recurrent themes.

The Ripple Effect

It’s not about giving the assessments; it’s about doing something about the results. Doug Reeves (2005)

The cyclical process of (antecedents) assessment, analysis and action brings about what Bambrick-Santoyo refers to as a the Ripple Effect (Kim Marshall). The three posts todate have covered the process of interim assessment, analysis (and deep analysis with 4Matrix) and action, with summative assessment seen as Y11 GCSE exams, Y12/13 AS and A Level exams. All calendared and shared with SHoC, teachers, students and parents and carers.

RippleEffectTogether with our Director of Assessment, we had previously conceived an almost identical approach for The Wellington Academy, under the guidance of rapid improvement consultant Tony Stephens. The addition of CAT testing and ALIS testing at the start of KS3 and KS5,the except previewing the actual assessments. With the bottom half of the Ripple Effect now prepared, deployed, or being deployed, our attention is turning toward the top half of the diagram, to formative assessment, teaching, unit and lesson planning.

As this package of work continues, I will try and reserve the time needed to write it up and reflect. I certainly feel I need to be that disciplined.

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